Forced Child Begging: Tools for an introductory training course on qualitative research methods

This document is part of a digital collection provided by the Martin P. Catherwood Library, ILR School, Cornell University, pertaining to the effects of globalization on the workplace worldwide. Special emphasis is placed on labor rights, working conditions, labor market changes, and union organizing.ASI_2009_CL_Albania_Forced_Tools.pdf: 74 downloads, before Oct. 1, 2020

Progression skills module 2: Getting ahead in learning

Progression skills modules are designed to support schools in delivering practical pupil workshops to help focus gifted and talented (G&T) or potential G&T pupils to aim high and achieve their best. This module explores the link between higher-order thinking and top examination grades. The module considers aspects of critical thinking and academic language and links this to examination skills. Pupils are enabled to begin to plan for success. Comprises: teacher notes, slide presentation, & pupil handouts

Forced Child Begging: A toolkit for researchers

This document is part of a digital collection provided by the Martin P. Catherwood Library, ILR School, Cornell University, pertaining to the effects of globalization on the workplace worldwide. Special emphasis is placed on labor rights, working conditions, labor market changes, and union organizing.ASI_2009_CL_Albania_Forced_Toolkit.pdf: 676 downloads, before Oct. 1, 2020

A Guide to Using Qualitative Research Methodology

A beginner's guide to using qualitative research methodologyA guide to using qualitative research methodology developed by OCA and an external academi

Integrating groupware technology into the learning environment

This paper presents the hard lessons learned from the introduction of groupware technology within a final‐year software engineering module. The module began in 1997 and is now in its fourth year. The paper provides a detailed account of our successes and failures in each year, and describes what the authors now feel is a successful model for integrating groupware into the learning environment. The paper is important because it provides a longitudinal study of the use of groupware within a learning environment and an insight into the key success factors associated with the use of groupware. Success factors relate not only to the technology but also to social factors such as group facilitation and social protocols, to factors associated with monitoring and assessment, and to factors related to the skills development associated with being a member of a global team

EN-BIRTH Data Collector Training - Handbook and Manual

The EN-BIRTH study aims to validate selected newborn and maternal indicators for routine facility-based tracking of coverage and quality of care for use at district, national and global levels. The item contains the EN-BIRTH_Trainer's Manual (14 June 2017) and EN-BIRTH_Training Handbook (23 May 2017)

Enhancing student learning through the assessment of outcomes:developing and demonstrating essay writing skills

This paper documents current developments in the UK Open University (UK/OU) with reference to the requirement in the UK that all Higher Education institutions now have to describe their programmes in terms of learning outcomes. In response to this, the UK/OU set up a three-year Learning Outcomes and Their Assessment (LOTA) Project to explore and implement an outcomes-based approach to curriculum design and delivery throughout the university. The intended learning outcomes for all courses and all programmes of study have now been documented in course and programme specifications. Currently the challenge is to ensure that assessment strategies and assessment methods support the development of the stated outcomes and enable them to be appropriately assessed. The LOTA Project has always seen assessment as part of the learning process through both formative and summative assignments. In many OU courses academic essays are used to assess students work, both throughout a course and in the final examination. The paper goes on to describe an action research project that set out to examine the extent to which assessment through essays encouraged students to both develop and demonstrate the outcomes claimed by each course. The aim of the project was to explore the process of essay writing and essay marking. It involved pairs of tutors who exchanged and double-marked the essays of two of their students throughout the course and met at the end of the year to compare their experiences. The assessment materials provided by the course team were examined and the progress of the students analysed through their essays. The evidence suggests that essay writing can be used to assess learning outcomes but that present practice shows these are not explicit and that many students fail to demonstrate them. With clearer guidance to tutors and to students, both cognitive and communication skills could be developed more effectively and assessed more rigorously. The findings contribute to on-going work to find better ways of enhancing students' learning through the articulation and assessment of outcomes. The paper concludes that moving towards an outcomes-based curriculum, with appropriate assessment strategies, can enhance student learning but the process needs to be more transparent and to explicitly encourage a meta-cognitive approach